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Children’s MarchIn the spring of 1963, Birmingham, Alabama, was the "do-or-die" battleground for the Civil Rights Movement. "What are we going to do?" Martin Luther King asked his friends. He was worried; it looked like they were going to fail in their mission. Martin Luther King was trying to lead the black people in Birmingham in a struggle to end segregation. In King's day, segregation meant that black people were not allowed to do the same things or go to the same places as white people: Black people couldn't go to most amusement parks, swimming pools, parks, hotels, or restaurants. They had to go to different schools that weren't as nice as the schools for white kids. They had to use separate drinking fountains, and they could get in big trouble for drinking out of fountains marked for white people. They weren't allowed to use the same bathrooms; many times, there was no bathroom at all that they could use. They weren't allowed to try on clothes before they bought them. Black people didn't think that was fair; there were white people who agreed with them. But in many, many places, especially in the southern part of the United States, segregation was the law--and if black people tried to go someplace they weren't supposed to go, they could get arrested, beaten, and even killed. Many thousands of people were working in the 1950s and 1960s to end segregation. But one spring, Martin Luther King was in one of the largest and strictest segregated cities in the south--Birmingham, Alabama. There he could find only a few people who would help. At night they would have big meetings at a church; they would talk about segregation and ways to change things. Four hundred people would show up for the meeting, but only thirty-five or so would volunteer to protest; and not all of these volunteers would show up the next day for the protest march. Those who did would gather downtown, parade through the streets, carry signs, chant, and sing, sending the message that...

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...The Bataan Death March started on April 11, 1942. It was a result of over 70,000 American and Filipino soldiers surrendering to the Japanese on April 9. The Japanese were surprised by this number, having only expected about 30,000. According to soldier Lester I. Tenney, who experienced the Death March first hand, it was brutal for the prisoners of war.
"Japanese soldiers hollered and would prod us with their bayonets to walk faster(on a short walk to the starting point). Once at the main road, we waited for three hours, standing, sitting, or resting any way we could, but talking was not allowed," Tenney wrote in his book My Hitch in Hell. "Those who left without a canteen had no means of getting water, even if it was available. Those who left with no cap or headpiece walked in the broiling hot sun, with temperatures by midday well in the 100's."
The Japanese soldiers used different weapons to torture the Americans and Filipinos. For example, the POW's were bayoneted, shot, or slain with a samurai sword. One man fell from exhaustion and was flattened by a tank. As his friends and comrades watched this happen, other soldiers were hit by Japanese trucks passing by.
The soldiers were not forced to walk the entire journey. At one point, they were stuffed into 1918 model railroad boxcars, which were 40 by 8 in size. There were over 100 men in each car. There was no room to sit down or even fall down. Some men died in the sweltering cars. After...

...European march music
Many European countries and cultures developed characteristic styles of marches.
British marches typically move at a more stately pace (ca. 88-112 beats per minute), have intricate countermelodies (frequently appearing only in the repeat of a strain), have a wide range of dynamics (including unusually soft sections), use full-value stingers at the ends of phrases (as opposed to the shorter, marcato stinger of American marches). The final strain of a British march often has a broad lyrical quality to it. Archetypical British marches include "The British Grenadiers" and those of Kenneth Alford, such as the well-known "Colonel Bogey March" and "The Great Little Army".
German marches move at a very strict tempo of 110 beats per minute, and have a strong oom-pah polka-like/folk-like quality resulting from the bass drum and low-brass playing on the downbeats and the alto voices, such as peck horn and snare drums, playing on the off-beats. This provides a very martial quality to these marches. The low brass is often featured prominently in at least one strain of a German march. To offset the rhythmic martiality of most of the strains, the final strain (the trio) often has a lyrical (if somewhat bombastic) quality. Notable German and Austrian march composers include Carl Teike ("Alte Kameraden"), Hermann Ludwig Blankenburg, Johann Gottfried Piefke ("Preußens Gloria"), Hans Schmid, Josef...

...As my mind wonders and contemplates on how to officially end my academic journey, I came across this quote that best summarizes an overwhelming experience that I’ve just gone through. This annotation task, although strenous and time consuming, has become an opened door of opportunity for me to start my quest with the wonderful world of children’s literature. I am still astounded by after effect of the books I read. Reflecting on what C.S. Lewis wrote in his dedication for the book The Lion, The Witch and the Wardrobe, "Some day you will be old enough to start reading fairy tales again", I feel so privileged that despite of difficulties, I manage to hop into an adventure with the wonderful world of books and been to different places that no one has ever been and meet great people that only few has met. No wonder that euphoria, not a heavy heart, preoccupies my thoughts as I’m about to end an academic reading experience. There is more wonders to explore, more heroic characters to befriend with, more emotions to linger and there is no reason for me to stop. This is just the beginning.
For less than a month, I have read 74 books with which 53 I have annotated, 32 I have formally chosen to include in this assignment, certainly the most number of books I have ever read in my entire life. I opted to read printed books only since I am a visual learner and I internalized reading experience more than online sources. Time Constraints will always be a problem on...

...to capture back the holy land. (Kreis, Steven) Even wealthy children had snuck outside of their families to join. The children’s crusade seemed like it would be successful and had good intention, but had a huge lack of sense of leadership and planning. He had led him and his army into a dispute against all factors of nature. At him being so young of age, that had also caught up with him. It has been said that the children’s crusade was a set up to try and shame the king and his army to go and fight for the holy land.
The Crusades were a series of religious wars, blessed by the Pope and the Catholic Church with the main goal of restoring Christian access to the holy places in and near Jerusalem. The Crusades were originally started in response to a call from the leaders of the Byzantine Empire for help to fight Muslim Turks expanding into Anatolia, these Turks had cut off access to Jerusalem. The main series of Crusades occurred between 1095 and 1291. This Holy Land was extremely important to Christians because it was where Jesus Christ had lived. The church had taken the process a step further, claiming crusading as doing a sort of deed to God for sins that had been done. This created a desire to fight for Christianity, and a motivation that kept Western Europe in tact, causing thousands of ordinary people to join the cause. The origin of the Children’s Crusade however, was from the increase of religious feeling among the...

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Subject
20 June 2012
Social Equality in Children's Literature
To begin with, we should say what social equality is in general. Social equality is a state of social affairs where all the people within the same group or any other formation have the same rights and, what is more important, the same status in certain respects. Some basic differences may divide people in social hierarchy. The main ones are gender, race, or wealth. But why is it so significant especially in children literature? To my mind, the second question is whether there is any social equality in children literature. I think there are a lot of books which show this problem. To traverse this problem we’ll discuss some children books. And in the books under analysis people suffer from race division. Unfortunately, race is an outdated concept for distinguishing people. Racism has always been the greatest problem for the USA, especially considering African Americans. Equal rights and social value is a matter that needs to be taken extremely seriously. Martin Luther King Jnr, Gandhi, Jesus, Malcolm X, Pope John II, The Dalai Lama, St Francis of Assisi and even John Lennon all believed that social rights and being equal, no matter who you are, is one of the most important things in the world to conquer. Maybe, children books are the first sources of anti-racism and helpers to fight with social inequality. Let’s think broader to understand this.
The first...

...﻿EDCI 443
Literary Analysis
In children’s books, pictures add meaning to text. When I was a young reader, pictures were paramount to my early comprehension of text. Illustration facilitates understanding of written language by visually representing text in a way that’s meaningful to children. Kathleen’s Horning’s From cover to cover offers valuable insights on what makes a picture book meaningful for children and how to clearly analyze and criticize them. Horning explains in dreary details what elements in text and illustration is effective in captivating the attention of young audiences and concise methodology for critiquing children’s literature. By incorporating Horning’s methodology in analyzing written language and imagery in award winning books such as the Dog and Bear, Maria had A Little Llama, The Lion and the Mouse, and Nelson Mandela, one can understand why these books achieved their acclaimed status.
According to Horning (1997), words are combined with illustrations to tell a story. Horning contends that in children’s novel “texts are necessarily short” (1997, Page #106) and that children have “limits on what they can and will take in” (1997, page #106). Horning cites some key components to look for in the text of picture books when analyzing and critiquing them. Amongst those components are patterned language, rhythm, rhyme, and repetition in picture books which makes a book predicable for children. Horning states...

...something and its abstract image.
Can stimulate children to use creative language – can let them discuss interesting aspects of an illustration.
Can advance the reading readiness of the child. – they need to make fine discriminations and to interpret a series of symbols in order to read and spell.
1.3 Explain how a child’s language development can be improved by telling and reading stories. List your points.
Expanding vocabulary
Improving oral Language
Using Creative Language
Creating a desire to read
Listening skills
1.4 How does poetry foster development in young children? Refer to four (4) instances.
Can be used to further the child’s total development
Intellectual
Conscious
Emotional
Imaginative
1.5 How does children’s literature promote intellectual development? Mention five (5) ways.
In aiding their discovery and refinement of new concepts.
Cultivating their proficiency in a range of thinking processes.
Furthering their ability to reason logically.
Fostering their critical thinking.
Introducing them to problem solving.
Question 2
Discuss the characteristics of children in the following age groups and explain how this influences the choice of suitable literature.
2.1 Babies
2.2 Children aged one to three years
2.3 Children aged four to five years
2.4 Children in grade R
2.5 Children in the Foundation Phase
2.6 Babies:
2.7 Characteristics
2.8 Influences of suitable Literature
2.9 2.1
They are busy...

...Applying Theories to Children’s Literature
By reading books that was written a long time ago and reading the books that are written today, you can see that there are a difference in the theoretical models of childhood development that can be found in children’s literature. Children’s books and the literature have been used to help the children to classify how the world is. So many “thinkers” or “dreamers” thought that children’s development happens in different stages and that with each of the stages; it shows a different challenge for each individual child. When it comes to children’s literature, like “Harold and the Purple Crayon”, if successfully used, the literature can be used for parents to use to help the children to classify with the developmental stage that they are in and sometimes even get the child prepared for the stage that they could be going into next. Author/philosopher Owocki (2001) was once quoted in saying “The children’s unique interests, their ways of knowing, and a dispositions of the influence of how and what extent they participate in early literacy events and in turn of the knowledge is showed by construct.”
There are so many theories of childhood development that parents will find in children’s literature. Looking at it, parenting for mental development can be repeated, focused situation by parents who has small children in mentally based actions...